Conventional spelling, syllable conventions, and spelling of prefixes/root words/affixes all play major roles in writing development. Before a student can improve their writing they must be able to understand the content of which they are writing about. Being able to make a connection between themselves and the text starts with being able to decode the text using all these tools. When a student has a difficult time reading, they will probably missunderstand or overlook half the meaning of a text's content. The student can not accuratly or skillfully respond to their writing assignment on a specific text if they do not know what it's asking them to determine. Knowledge of spelling, syllables, and prefixes/roots/affixes, will give the child not only context clues to understand the text, but will help them be able to sound-out and piece together their own writings. Being able to understand content fluently will allow them extra time and inspiration to create their own explanations and stories.
Assignment: - Objective: The student will be able to identify the prefixes, root words, and affixes of the 10 given literary vocabulary words. - Introduction: I will write a silly sentence on the board using plenty of prefixes/roots/affixes. Students will try to decode it out loud by raising their hands. - Model: I will present the vocabulary terms and dissect their meaning along with a list of other common prefixes/affixes/root words. All of these will be on magnets on the board. - Guided Practice: Students will have the opportunity to come up the board and see how many different words they can create by mixing up the parts. At the end of class I will once again review our focus vocabulary words. - Independent Practice: I will give the students a worksheet with matching and fill in the blank problems of multiple prefixes/affixes including the ones in our vocabulary words.
Writing Instructional Plan
Conventional spelling, syllable conventions, and spelling of prefixes/root words/affixes all play major roles in writing development. Before a student can improve their writing they must be able to understand the content of which they are writing about. Being able to make a connection between themselves and the text starts with being able to decode the text using all these tools. When a student has a difficult time reading, they will probably missunderstand or overlook half the meaning of a text's content. The student can not accuratly or skillfully respond to their writing assignment on a specific text if they do not know what it's asking them to determine. Knowledge of spelling, syllables, and prefixes/roots/affixes, will give the child not only context clues to understand the text, but will help them be able to sound-out and piece together their own writings. Being able to understand content fluently will allow them extra time and inspiration to create their own explanations and stories.
Assignment:
- Objective: The student will be able to identify the prefixes, root words, and affixes of the 10 given literary vocabulary words.
- Introduction: I will write a silly sentence on the board using plenty of prefixes/roots/affixes. Students will try to decode it out loud by raising their hands.
- Model: I will present the vocabulary terms and dissect their meaning along with a list of other common prefixes/affixes/root words. All of these will be on magnets on the board.
- Guided Practice: Students will have the opportunity to come up the board and see how many different words they can create by mixing up the parts. At the end of class I will once again review our focus vocabulary words.
- Independent Practice: I will give the students a worksheet with matching and fill in the blank problems of multiple prefixes/affixes including the ones in our vocabulary words.